Economic evaluation of pharmacy services: a systematic review of the literature (2016–2020)

Phimarn, Wiraphol; Saramunee, Kritsanee; Leelathanalerk, Areerut; Srimongkon, Pornchanok; Chanasopon, Suratchada; Phumart, Panumart; Paktipat, Pawich; Babar, Zaheer‐Ud‐Din

doi:10.1007/s11096-023-01590-0

Cited by 4 publications

(1 citation statement)

References 55 publications

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“…Risk of bias was assessed using the Mixed Methods Appraisal Tool (MMAT) (Supplementary material 3) [17]. All studies were evaluated by RJ and 20% (10 papers) was independently evaluated by RL [18]. Studies were not excluded based on the MMAT results because the focus of the review was on the nature of the interventions rather than their effectiveness.…”

Section: Risk Of Bias and Quality Assessmentmentioning

confidence: 99%

How cultural competence is conceptualised, developed and delivered in pharmacy education: a systematic review

Jarrar,

Lim,

Richardson

et al. 2023

Int J Clin Pharm

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Background It is important to have a pharmacy workforce that is culturally competent to recognise a patient’s health beliefs to improve medication adherence and reduce poor treatment outcomes. Aim This systematic review aimed to identify, critically appraise and summarise how cultural competency is conceptualised, developed and embedded in pre-qualification pharmacy education. Method Medline, Scopus, PsychInfo, Web of Knowledge, CINAHL, and Embase databases were searched for relevant papers published in English between January 2012 and December 2021, following PRISMA guidelines. Data from included papers were thematically analysed. Educational quality of papers was appraised using the GREET criteria. This systematic review was registered on PROSPERO, CRD42021295875. Results The review included 47 papers (46 studies) with 18 papers meeting ≥ 9 points on the GREET criteria thus considered of good educational quality. Forty papers focused on educational interventions implemented to pharmacy students only, the remaining included students from different health disciplines. Half of the educational interventions focused on cultural competence in general. Most educational interventions lasted over a week and 21 were compulsory. Cultural competence conceptualisation varied; a focus on knowledge about different cultures or on culturally competent behaviours or a continuum with knowledge at one end and behaviour at the other. Conclusion There is variation in how cultural competence is embedded in pharmacy programmes, which could be a reflection of the differences in how educators conceptualised cultural competence. Further research is needed to develop a unified understanding of the meaning of cultural competence and how it can be embedded in pharmacy education.

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Section: Risk Of Bias and Quality Assessmentmentioning

confidence: 99%